Modules for Staff Introduction to Understanding Patterns of Repeated Behavior Problems

1. Modules for StaffIntroduction to Understanding Patterns of Repeated Behavior Problems

2. Purpose • The purpose of this presentation is to provide you with an introduction to: • How behavior patterns form and are maintained • What is meant by function of behavior and why function is ultimately is the key to implementing effective interventions • Methods used to gather information

3. Our School’s Participation in the PBSIS Initiative • As you know, we are receiving 2-years of training and technical assistance support through the PBSIS initiative • The training we have, and continue to receive is helping us to create positive learning and social environments in our school • As we learn new things – we begin to change our practices

4. Research Suggests that Schools with Positive Student Outcomes: • Prevent behavior by defining, teaching, and recognizing positive student behaviors • Intervene quickly when problem behavior pattern begins to emerge • Match interventions selected to the underlying reasons why a pattern of behavior is occurring

5. To Promote Use of These Three Key Practices We are Learning to Implement the School-Wide Positive Behavior Support Intervention Model

6. Intervention Tiers of School-Wide Positive Behavior Support Tier 1: Universal interventions for all students, staff, and settings Tier 2: Secondary interventions for a small subset of students with repeated behavior problems Tier 3: Individualized interventions for a few students with disabilities with the most intensive behavior support planning needs

7. Source: Walker, Horner, Sugai, Bullis, Sprague, & Bricker (1996)

8. School-Wide Positive Behavior SupportA National Intervention Model • 44 states with training initiatives • A Federally funded data-base and website: www.pbis.org • More than 15,000 schools implementing • Newly formed Regional PBIS Northeast Network • A dedicated journal: Journal of Positive Behavioral Interventions • A national association: Association for Positive Behavior Support (www.apbs.org) with an annual national conference

9. Impact of School-Wide Positive Behavior Support • Published research supports: • Decreases in office conduct referrals and suspensions • Preliminary data to suggest that improvements in academic achievement maybe a positive collateral effect

10. Impact of School-Wide Positive Behavior Support • New Jersey data • Average of 42% decrease in suspensions for all students • Data from17 schools elementary-high school levels • Average of 58% decrease in suspensions for students with disabilities • Data from17 schools elementary-high school levels

11. Part 1:The Variables that Contribute to Behavior Patterns

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13. A Simple But Common Example • Context: The student has academic difficulty (e.g., problems with reading) • Trigger: The student is given a challenging assignment (e.g., completing math word problems independently) • What Happens: Student engages in off task, refusal, or disruptive behavior • The Result Is: Teacher addresses student in some way (e.g., redirects, gives help, sends to office)

14. What Does the Student Learn? When I am frustrated, I act out. When I act out, Someone comes and helps me OR When I act out, I’m sent out of the room and avoid the work

15. Understanding Behavior Patterns Why do students act out? What does it get them? What does it get them out of? Why is that some students act out and others don’t? What makes a student resilient? What places a student at risk of failure?

17. Understanding Behavior Patterns “Problem behavior” (e.g., being disruptive) is only ONE part of a larger pattern that is happening To really help students, we have to understand the whole pattern

18. SETTING EVENTS Reinforcement History with People or Settings Academic History Medical-Physiological Issues Relationships & Social Support with Adults Social & Cultural Influences Peer Networks Structure & Organization of the Environment

19. Part 2: Function of Behavior

20. Understanding Behavior Patterns Key Lessons About Behavior Behavior – whether positive or negative nets us a payoff… The more a behavior provides us with a desired outcome, the more likely we are to emit that behavior again in the future Behavior is logically connected to the environment in which the student is functioning

21. Understanding Behavior Patterns Most behaviors serve one of two functions: To get something (obtain) Such as: attention, objects, sensory regulation To get out/ away from something (escape) Such as: tasks, embarrassment, people Once we understand the function….we can come up with interventions 21

22. Think of it this way:Problem Behavior is a Symptom Negative Life Experiences Social failure Academic failure Poor self esteem Loss of control Limited opportunities Extensive critique and very little social praise Function Behavior Serves: Protection Compensation Defense Power and control The “behavior” meets a need

23. Using an authoritative interaction style ‘You’re not the boss of me!’ Frustrated with school It’s too hard for her Self doubting – She lacks confidence Scattered & Disorganized Often Unprepared for Class Very Self Conscious about what others think of her

24. Understanding Behavior Patterns • Basically, Abigail engages in problem behavior because it results in • Escaping out of work (even if this means getting a reduced grade on the assignment) and • Adult / peer attention (even if this is not always positive attention)

25. Understanding Behavior Patterns To what extend does looking at the behavior this way: Give you a clear picture of what is happening with this student? Help you relate to the student’s issues? Suggest a direction for possible interventions? 25

26. Understanding Behavior Patterns When we have a student engaging in problem behavior we have to ask ourselves – “Why is the behavior necessary? What is it that the student needs to resolve the issue?” Stronger social network? Skills to handle situations that triggers behavior? Improve concept of self and future? Improve academic achievement and sense of competence?

27. Understanding Behavior Patterns • So really, intervention planningis addressing the students needs on two levels: • The underlying issues that seem to be causing the behavior in the first place AND • The specific variables that are in play when a behavior incident occurs • Let’s take a look at what Abigail needs and how that translates into strategies….

28. Understanding Behavior Patterns Abigail needs supports that… builds relationships with adults and provides adults with strategies to respond to positive and unwanted behaviors; teaches her skills to recognize and handle difficult situations in socially appropriate ways; helps her develop a positive self- concept and confidence; and helps her develop a sense of academic competence and provides supports for productive participation in academic activities.

29. Setting Event Interventions: How will we address the underlying reasons why behavior is occurring?

30. Intervention Selection: Bottom Line Select interventions that: Pass the function test Use what you already know works Address each facet of the behavior pattern Match everyone’s (student and staff) comfort level Are easy and efficient to use Address the underlying reasons why behavior is occurring……… 30

31. Part 3: Applying the Function Based Problem Solving Process

32. Function Based Problem Solving(FBPS) Gather representative information through a variety of methods (e.g., interviews, checklists, observations, baseline documentation, etc.) Map out information learned into setting event-antecedent-behavior-consequence patterns Determine the function of behavior Select function-based intervention strategies that address all dimensions of the behavior pattern Evaluate the effectiveness of implementation

33. Essential Principles to Guide Effective FBPS We have to be Solution-focused – focus on those things we can influence We are going to invest in the information gathering process We are going to invest in really knowing the student: Their strengths and preferences What is important to them The context and quality of their life The experience of life from their point of view

34. Essential Principles to Guide Effective FBPS • We will deliberately select interventions and strategies because they meet the function of behavior • Address the underlying reasons why behavior is occurring • Address the various variables playing a role in the behavior pattern

35. Essential Principles to Guide Effective FBPS • We are going to implement a protocol and framework that consistently: • Asks questions using the Setting Event-Antecedent-Behavior-Consequence framework • Maps out information to illustrate the pattern of behavior • Bases our decisions on data and function of behavior

36. Problem Behavior = Unmet NeedOur job, collectively, is to figure out what the unmet need is and come up with strategies that resolve the issue for the student

37. We Have to Collect Some Information Figuring out interventions for behavior takes some time (there are no quick fixes): We will need to collect some information and engage in team based discussions so everyone Is on the same page and consistent You are an important part of the process!

38. Function Based Problem Solving Protocol

39. How You Can Help Make the Process Effective • Get in contact with us early – before the behavior becomes a big deal • Assist us by documenting information • Ask for help and support • Suspend judgment and be open minded • Participate in team meetings/discussions to come up with strategies • Be willing to try strategies and stick with it

40. For More Information • We encourage you to ask questions and seek out assistance with a student • Call, email, or stop by: [insert personnel info]